Date of Award
12-5-2017
Document Type
Thesis
Degree Name
Communication Disorders, MCD
First Advisor
Christina Akbari
Committee Members
Amy Shollenbarger; Richard Neeley
Call Number
LD 251 .A566t 2017 M39
Abstract
The purpose of the study was to determine the relationship between vocabulary growth and reading comprehension as well as the improvement of reading comprehension in Spanish speaking English Language Learners (ELLs). Participants were recruited from Hispanic Community Services Inc. in Jonesboro, AR. Five first through third grade Spanish-English bilingual children participated. Reading comprehension was measured using the Woodcock Reading Mastery Tests–Third Edition. Vocabulary growth was measured using the Peabody Picture Vocabulary Test – III. After fall testing, participants received two hours of tutoring each week. Tutoring was individualized to target specific reading and writing skill areas for each child. In the spring, participants were re-tested. Results indicated that sub-tests of Word Identification, Basic Skills, Passage Comprehension, Reading Comprehension, Oral Reading Fluency, and Total Reading had statistically significant increases in post-test means. Improvements were also noted for Word Attack, Word Comprehension, and Receptive Vocabulary skills, though these were not statistically significant.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
McCurley, Brooke, "Improving The Reading Comprehension Skills of Hispanic Youth That Attend an After-School Program" (2017). Student Theses and Dissertations. 534.
https://arch.astate.edu/all-etd/534
